Error Correction in Optical Microscopy Teaching Experiment
In the same laboratory, there may be different models of optical microscopes, so managers should classify optical microscopes by model. Even the microscopes of the same model are different in performance and structure due to different purchase batches and use time, so the microscopes should be classified according to the purchase time. On the basis of these two classifications, the optical microscopes are numbered and labeled. This is beneficial to find out the characteristics of different types of microscopes, and facilitates centralized management and maintenance.
Create an equipment management information system and record the detailed information of microscopes by number, including purchase time, model, microscope parameters, usage status, lending information, etc. In this way, the use and maintenance of each optical microscope can be well documented, and the responsibilities of laboratory personnel can be clarified even for easy management.
Regularly focus on checking the performance of the light microscope. For example, check whether the stage of the microscope slides down automatically, whether the microscope lens is fogged or moldy, whether the lighting circuit is damaged, etc. Common problems can be dealt with uniformly, such as replacing damaged lenses in batches.
Timely eliminate microscopes that are not suitable for teaching needs, are seriously damaged or have been used for an extended period of time. If the optical microscope is used for a long time, there will be problems such as mechanical structure failure, lens damage, and inability to focus accurately. If such equipment is not eliminated in time, it will seriously affect the experimental process and waste teaching time. Therefore, it is necessary to formulate a purchase plan according to the requirements of experimental teaching and microscope performance, invest necessary funds, and update equipment in time.
Reasonable arrangements, different courses in medical universities require microscopes with different performances, and the number of students in different courses is not the same, so it is necessary to formulate a reasonable experimental teaching plan to ensure the full and effective use of optical microscopes. On the premise of ensuring sufficient optical microscopes, try to arrange courses using microscopes with the same performance in consecutive time periods, but avoid conflicts caused by overlapping, so as to avoid management confusion caused by switching optical microscopes. If school conditions permit, do not arrange cross-experiments in different laboratories, each laboratory is specially equipped with a microscope to simplify the management of microscopes.
Standardized operation and standardized management of the operation of the optical microscope can not only avoid damage to the instrument, but also cultivate students' good experimental habits and skills, and improve the quality of experimentation and teaching.
The laboratory must first formulate the operating procedures for the microscope, and the experimental teaching staff must emphasize the procedures to the students before the experiment starts to ensure that the students operate in full accordance with the specifications.
Emphasize details, pay attention to supervision, find problems and correct them immediately. For example, when switching the objective lens, students may hold the objective lens and switch directly without using the converter, which may cause the optical axis of the objective lens to be skewed, so that the focus of the objective lens and the eyepiece lens is not in a straight line, which affects observation; Inadvertent observation of the working distance between the objective lens and the stage from the side during high-magnification conversion may cause crushing of specimen slides or damage to the lens. Experimental teaching staff should pay attention to supervise such a situation, once found, correct it immediately, and emphasize it to all students, so as to prevent similar mistakes from recurring.
